Page 145 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 145
preventing esl by enhancing resiliency
preventing ESL. Thus, this article aims to identify the factors positively re-
lated to resilience in order to find a way to plan resilience enhancement to
prevent ESL.
Methodology
In the literature search, we used the database PsychArticles (EBSHOST)
with the key words: early school leaving (in title) & resilience (in title) –
0 articles; drop out (in title) & resilience (in title) – 0 articles; early school
leaving (anywhere in text) & resilience (anywhere in text) – 611 (4 selected
based on reviewing the abstract). Other than the four articles, we used spe-
cial issues on resilience (European Journal of Developmental Psychology)
and handbooks of resilience as the main source (with extensive backward
searching).
Resilience
From a system perspective, resilience refers to the capacity to successfully
adapt to disturbances that threaten the function, viability or development
of a system. Observable success in adapting to such challenges is termed
manifested resilience (Masten, 2016). Moreover, the building stones of this
effective adaptation are those that can be used in ESL prevention. As stat-
ed in the resilience research, a common goal of the research has been to es-
tablish the characteristics of the processes leading to resilience in order to
promote these processes in other youth at risk (Borge, Motti-Srefanidi, &
Masten, 2016; Turner, Thurston, Gaye, & Gentry, 2008).
The characteristics of individuals found to be more resilient than oth-
ers in such adverse circumstances are the number of resources or protective
factors present in one’s environment (Masten, 2016). The more protective
factors there are in one’s life, the more capable the individual is of adapt-
ing to adverse circumstances. The role of protective factors depends on the
model of resilience. Two key models of resilience are identified in the liter-
ature: the compensatory model and the protection model (Schoon, 2006).
In the compensatory model, the existence of protective factors cancels out
the effect of adversity or risk. A compensatory resilience model assumes
that resources and assets are independent of the risk factor; that they have a
direct effect on an outcome; and that they fully or partially compensate or
counteract the effects of the risk. The protective model assumes that pos-
itive factors buffer or moderate the negative influence of exposure to risk.
145
preventing ESL. Thus, this article aims to identify the factors positively re-
lated to resilience in order to find a way to plan resilience enhancement to
prevent ESL.
Methodology
In the literature search, we used the database PsychArticles (EBSHOST)
with the key words: early school leaving (in title) & resilience (in title) –
0 articles; drop out (in title) & resilience (in title) – 0 articles; early school
leaving (anywhere in text) & resilience (anywhere in text) – 611 (4 selected
based on reviewing the abstract). Other than the four articles, we used spe-
cial issues on resilience (European Journal of Developmental Psychology)
and handbooks of resilience as the main source (with extensive backward
searching).
Resilience
From a system perspective, resilience refers to the capacity to successfully
adapt to disturbances that threaten the function, viability or development
of a system. Observable success in adapting to such challenges is termed
manifested resilience (Masten, 2016). Moreover, the building stones of this
effective adaptation are those that can be used in ESL prevention. As stat-
ed in the resilience research, a common goal of the research has been to es-
tablish the characteristics of the processes leading to resilience in order to
promote these processes in other youth at risk (Borge, Motti-Srefanidi, &
Masten, 2016; Turner, Thurston, Gaye, & Gentry, 2008).
The characteristics of individuals found to be more resilient than oth-
ers in such adverse circumstances are the number of resources or protective
factors present in one’s environment (Masten, 2016). The more protective
factors there are in one’s life, the more capable the individual is of adapt-
ing to adverse circumstances. The role of protective factors depends on the
model of resilience. Two key models of resilience are identified in the liter-
ature: the compensatory model and the protection model (Schoon, 2006).
In the compensatory model, the existence of protective factors cancels out
the effect of adversity or risk. A compensatory resilience model assumes
that resources and assets are independent of the risk factor; that they have a
direct effect on an outcome; and that they fully or partially compensate or
counteract the effects of the risk. The protective model assumes that pos-
itive factors buffer or moderate the negative influence of exposure to risk.
145
